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EAS Vocabulary Sample
EAS Vocabulary Sample
English
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English for academic study: Vocabulary provides students with systematic practice in using key
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to make a more effective and appropriate use of their vocabulary. Intended for self-study outside
study:
n
formal classes, the book includes a complete answer key as well as an achievement test that can
it
be used before or following the course to test students’ knowledge and progress.
The design of the material is based on work carried out on pre-sessional courses at the University of
Reading’s Centre for Applied Language Studies. It is supported by an extensive review of research into
EAP methodology and reflects the most recent developments in language teaching for academic purposes.
The 2009 edition of EAS Vocabulary has been fully revised for ease of use. As well as a new format, the
Study Book now comes with a book map and a comprehensive glossary of terms. Each unit has weblinks
offering additional information and activities, related to both vocabulary skills and the topics covered in
Vocabulary
Colin Campbell
the units. A dedicated website www.englishforacademicstudy.com offers further teacher resources.
This book can be used in conjunction with the following books in the English for academic study series,
also published by Garnet Education: EAS Reading, EAS Writing, EAS Extended Writing & Research Skills,
EAS Listening, EAS Speaking, and EAS Pronunciation.
Colin Campbell has worked in English language teaching for almost 30 years as a
teacher, teacher-trainer and consultant in Poland, Spain, Italy, Ireland and the UK
to name a few. He has also been involved in setting up language schools in Italy and
Poland. Career highlights to date include co-hosting a Learning English TV series for
local television in Italy; recording Irish songs for a children’s Course Book in Poland;
writing original readers for CUP and, still, teaching students. He currently teaches
Academic English at the University of Reading and writes materials for general and
academic courses.
Study Book
The Centre for Applied Language Studies (CALS) at the University of Reading has
over 30 years’ experience in offering English for Academic Purposes (EAP) courses
to international students. It has a long-standing, worldwide reputation for the quality
of its tuition, materials development and the support given to students during their
time in higher education.
Components:
EAS Vocabulary Study Book • ISBN 978 1 85964 488 1
Suitable for:
Upper intermediate
to proficiency
Colin Campbell
IELTS 5.0 – 7.5+
CEF B2 – C2
G A R N E T E D U C AT I O N
www.garneteducation.com
EAS Vocabulary CB 2009 Prelims:EAS Vocabulary CB 2009 Prelims 23/04/2009 15:39 Page 5
Book map
Topic Skills focus
3 Word families and word parts • Words that do not change form
• Understanding word families through suffixes
• Understanding meaning through prefixes
• Negative prefixes
• Family members that look different from each other
• Complete word families
• Cohesion: Using nouns and verbs to connect ideas
• Word parts
• Review
10 • Word families
• Collocations
• Word grammar
• Review
A
Achievement test • Meanings of words
• Multi-meaning words
• Word classes
• Word families
• Collocations
• Word grammar
Vocabulary 5
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i
Introduction
The aims of this book are:
• to clarify what you need to know in order to use words correctly;
• to introduce over 350 key word families and provide you with extensive practice in their use;
• to clarify the type of information that dictionaries can give you on how to use words
appropriately and effectively;
• to provide you with systematic practice in the use of dictionaries.
• Part 2: These five units, 6 to 10, provide practice in using key academic words, building on the
practice in Units 1 to 5. Each unit practises the five aspects of vocabulary learning that were
covered in Part 1, starting with multi-meaning words and ending with word grammar.
• Appendices: In the appendices there are answer keys to all the exercises. There is also a full
list of the academic words that are dealt with in Units 6 to 10.
Also in the Appendices you will find an Achievement test. This test is made up of sentences taken from
Units 6 to 10. You can either do this test when you have finished all the exercises in the book, or you can
do the test twice; once before you start the exercises in the book, and the second time after you have fin-
ished the exercises in the book. In this way you will be able to see how much progress you have made in
your understanding of words and your knowledge of how words work.
• General Service List (GSL): This contains over 2,000 word families that are frequently used in a
wide variety of contexts. These are words you will use in both general and academic texts. You
may already be familiar with many of these words, but there are many you will be less familiar
with or not know at all. In addition, you may not have all the information you need in order to
use even the familiar words correctly and with confidence.
In Units 1 to 5, you will practise words from about 150 of the most important GSL word families.
• Academic Word List (AWL): This word list contains 570 word families based on words that occur
frequently in different academic subjects. They are words that you will need when speaking and
writing during your course of academic study. These are not technical words, but ones that you
will meet in texts regardless of the subjects you study.
The full Academic Word List is divided into ten sublists. The first nine lists contain 60 word families
each and the last list contains 30 word families. In this book we introduce word families from the
first five sublists. Unit 6 introduces words from AWL, Sublist 1; Unit 7 introduces word families from
AWL, Sublist 2 and so on. In total, you will practise words from 300 word families from the AWL.
You can find the full list on the Internet by entering ‘Academic Word List’ in any search engine.
Vocabulary 7
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• Technical words: In addition to learning words from the General Service List and the Academic
Word List, you will also need to learn many technical words connected with your own subject.
These words represent concepts that are perhaps only found in your subject area.
There are a number of ways of learning these words. You can:
• read articles or books connected with your subject;
• listen to lectures or watch programmes connected with your subject;
• find an Internet glossary on your subject.
In all the above cases you should make a record of commonly occurring words and study how they
are used. Remember, however, that with some technical words you may not fully understand what
they mean until you have been on your academic course for some time.
5
Word grammar
Introduction
When you study grammar, you learn about how different word classes
behave in general. When you use individual words, however, you realize
that not all words in the same word class behave in the same way. The
way that words connect to each other and to the rest of the sentence
varies from one word to another.
For example, there is one set of verbs that commonly occurs with that +
clause, such as think, say, know, as in the sentence, Most people think
that small classes help students learn more effectively.
There is another set of verbs that commonly occurs with to + clause,
such as want, seem, like, for example, Although the government wants
to decrease class sizes, they are unable to find enough money to
implement such policies.
For many years after the discovery of America, the movement of free migrants from
Europe was steady but quite small: transport costs were high, conditions harsh and the
dangers of migration great. In 1650, a free migrant’s passage to North America cost nearly
half a year’s wages for a farm labourer in southern England.
Source: Slaght, J., Harben, P., & Pallant, A. (2006). Economics Focus: On the Move. English for Academic Study: Reading and
Writing Source Book. Reading: Garnet Education.
Study tip
c) What examples are there of noun + noun combinations
Consult an advanced
without a preposition? grammar book for
Example: transport costs comprehensive information
about combining nouns.
Vocabulary 41
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2.1 Read the following extract. Note that there can be other words between the noun and
the noun complement clause.
Source: Atkinson, R.L. et al. Interaction between nature and nurture. Hildegard’s Introduction to Psychology, 13th edition,
quoted in Slaght, J., Harben, P., & Pallant, A. (2006). English for Academic Study: Reading and Writing Source Book. Reading:
Garnet Education.
2.2 Use your dictionary to check the nouns in the table. Tick (✓) which nouns can be
followed by that + clause. Then choose two words in each category and write example
sentences.
belief ✓
notion
theory
view
idea
fact
suggestion
Word grammar
5
Task 3: Other noun patterns
3.1 Look at the nouns in bold in the following sentences. Identify which of the four types
each one is, depending on whether it is followed by:
1 prepositions (to connect the following nouns or gerunds);
2 that + clause;
3 to + infinitive;
4 wh~ word + clause OR preposition + wh~ word + clause.
3.2 Look at the type 1 sentences in Ex 3.1 and circle the preposition used to connect the
highlighted noun to the following noun or gerund.
Vocabulary 43
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3.3 Here is further practice in identifying noun patterns. Continue with the following
sentences in the same way as in Ex 3.1 above.
a) One solution to this problem is for animals to be
vaccinated against the disease.
b) All attempts to control the spread of the disease
have failed.
c) Many people have a suspicion that the government is
attempting to cover up the truth about the extent of
the problem.
d) There is a risk that the outbreak may spread further
and affect other parts of the country.
e) Regular exercise can help reduce the risk of heart disease.
f) Poor diet combined with lack of exercise is the root of
many people’s health problems.
g) You need formal permission to take copies of certain books out of the library.
h) The government has announced its intention to introduce a new peace plan in an
attempt to end more than 20 years of conflict in the region.
i) The proposed peace plan includes a mechanism to share power between the two
main parties.
j) They have now examined the extent of the damage caused by the floods.
k) The way that some people react to members of the other community varies greatly.
l) At the present time there seems to be no way to bring the two sides together.
3.4 Look at the type 1 sentences in Ex 3.3 and circle the preposition used to connect the
highlighted noun to the following noun or gerund.
Word grammar
5
Task 5: Adjectives and what follows them
As we saw in Unit 4: Collocations, adjectives are used before nouns. However, they are also used in
other positions and in other ways. Look at the way the adjective important is used in the following
sentences.
In the first sentence, important is used before the noun. In the second Not all adjectives can be
used in the four ways that
sentence, it is used after the verb, but it is talking about the noun
the adjective important
health, the subject of the sentence. In the third and fourth sentences, can, i.e., adj + noun, verb
important is used to comment on what comes after it, e.g., explain the + adj, adj + to + infinitive,
risks to the patient. Another way of saying this would be: Explaining risks adj + that + clause. As with
to the patient is important. nouns, you have to learn
which adjectives can be
Notice that in the third sentence important is followed by to + infinitive, used in particular ways.
whereas in the fourth sentence it is followed by that + clause.
Vocabulary 45
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5.2 Look at the type 3 sentences in Ex 5.1 and identify the Study tip
preposition used to connect the adjective in bold to the Some monolingual
following noun phrase. dictionaries will give explicit
information on how to use
adjectives, e.g., with the
5.3 Look at the sentences in Ex 5.1 again. Check whether the adjective familiar you will
adjectives in bold can be used immediately before nouns. probably find familiar (+ to).
This means familiar can be
followed by the preposition
5.4 Use your dictionary to check these adjectives and answer to and a noun or pronoun,
the questions that follow. e.g., This place seems very
familiar to me. In other cases
you can get information by
common certain customary bound useful looking closely at the
example sentences.
Source: Atkinson R.L. et al. Interaction between nature and nurture. Hildegard’s Introduction to Psychology, 13th edition, quoted in
Slaght, J., Harben, P., & Pallant, A. (2006). English for Academic Study: Reading and Writing Source Book. Reading: Garnet Education.
Word grammar
5
The highlighted verbs in the texts above are followed by different patterns.
These are only some of the patterns that can be used with verbs. You
will find other patterns as you study verbs in examples of text, or in a
monolingual dictionary. For example, know can be Study tip
followed by: Individual verbs can be
followed by different
• noun phrase patterns. You have to learn
• With a direct object: Many British children spend hours watching television.
• In the passive: The rugby match was watched by over 60,000 people.
Intransitive verbs cannot be used with a direct object and cannot be used in the passive.
Example:
You can say: It exists.
You cannot say: It exists something. OR Something is existed.
7.1 Look at the verbs in bold in the text and decide whether they are transitive or intransitive.
The surge of interest in smaller classes has spurred fresh analyses of the largest, most conclusive study
to date, which took place in Tennessee in the late 1980s. At the same time, new data are flowing from
various initiatives, including the California programme and a smaller one in Wisconsin. These results and
analyses are finally offering some tentative responses to the questions that researchers must answer before
legislators can come up with policies that make educational and economic sense: Do small classes in fact
improve school achievement? If they do, at what age-level do they accomplish the greatest good? What
kind of students gain the greatest benefit, and most importantly, how great is the benefit?
Source: Atkinson, R.L. et al. Interaction between nature and nurture. Hildegard’s Introduction to Psychology, 13th edition,
quoted in Slaght, J., Harben, P., & Pallant, A. (2006). English for Academic Study: Reading and Writing Source Book. Reading:
Garnet Education.
Vocabulary 47
EAS Vocabulary CB 2009 U5:EAS Vocabulary CB 2009 U5 23/04/2009 15:47 Page 48
spurred ✓
a) took place
b) are flowing
c) including
d) offering
e) answer
f) come up with
g) improve
h) accomplish
i) gain
You can use your dictionary to find out whether verbs are transitive or not. Different
dictionaries use different symbols to indicate this. For example:
Transitive Intransitive
Oxford Advanced Learner’s [VN] i.e., verb + noun [V] i.e., verb
Dictionary:
Longman Dictionary of [T] [I]
Contemporary English:
Macmillan English Dictionary [T] [I]
for Advanced Learners:
7.2 Look at the list of verbs below. Some are always transitive and some are always
intransitive. Complete the table with these verbs. Then check your answers using
your dictionary.
include
Word grammar
5
7.3 Check the verbs belong and interfere in your dictionary and complete these sentences
with the correct prepositions.
a) These cars look as if they belong a different era.
b) Anxiety can interfere children’s performance at school.
7.4 The following verbs are sometimes transitive and sometimes intransitive, depending
on their meanings.
Read these example sentences and decide if the verbs in bold are being used transitively (VT) or
intransitively (VI).
• She argued that they needed more money to complete the project.
• Police now know that the crime was committed by someone known to the victim.
Use your dictionary to check these verbs in your dictionary and indicate which of them can be
followed by that + clause. Good monolingual dictionaries normally give you the information
explicitly, like this:
believe [V (that)]: People used to believe (that) the world was flat.
decrease
behave
state
consider
admit
introduce
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8.2 Read these sentences and underline any verb that is followed by that + clause.
a) Smoking is widely believed to cause a range of
medical problems.
h) Some people have expressed concern about the widespread availability of cheap
cigarettes from abroad.
i) The candidate admitted that she smoked even though the job description explicitly called
for non-smokers.
• The police asked him to explain what he was doing in the victim’s apartment.
Word grammar
5
9.2 All the verbs in the table below can be followed by different wh~ words + clause.
Check the verbs in your dictionary and complete the table by writing in the
appropriate wh~ word followed by a phrase completion.
Study tip
verb wh~ word sentence completion
Some dictionaries will give
doubt whether it is possible examples of which wh~
words to use with a verb,
consider e.g., (verb + whether / if +
clause), but at other times
you may have to study the
determine example sentences to
identify the wh~ word.
explain
decide
describe
realize
discuss
For the pattern used in Ex 9.1, the word order is not the same as it would be for questions
introduced by wh~ words. Compare the following:
Question:
What are our competitors doing?
wh~ word + auxiliary verb + subject + verb
Verb followed by wh~ word:
(We need to) discover what our competitors are doing.
(complement +) verb + wh~ word + subject + verb
9.3 Rearrange these words to complete sentences with verb + wh~ words + clauses.
Example: will explain / The secretary / the forms / you have to / fill in / how
The secr etary will explain how you have to fill in the forms.
a) We / for next year / we want / to discuss / what kind of strategy / need
c) why / will also describe / difficult / I still find it / I / to accept his explanation
e) People / have / what / with their own money / a right to decide / they should do
Vocabulary 51
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10.2 Look again at the tasks in this unit and write down any new words or phrases you
have learnt. You may find it useful to write down phrases or sentences in which the
words occur.
Example:
Word Example phrase
dissatisfaction express dissatisfaction with
These weblinks will give you access to: a comprehensive guide to verb patterns; a range of
vocabulary quizzes.